St Michael’s Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

St Michael's Church of England Academy is a welcoming and friendly school. Pupils learn about the school's distinctive values of love, hope, wisdom and community in assemblies and through their learning.

They know why these are important to their learning and development.

Pupils are kind, thoughtful and respectful. Their conduct is exemplary.

Lessons are calm and purposeful. Pupils are keen to do their best and understand learning routines. Pupils are eager to share their ideas and value the rewards they receive for their positive engagement.

Beyond the classroom, pupils socialise happily. They enjoy opportunities to mix with pupils from other school...s at sporting and outdoor learning events.

The school works in partnership with parents and carers to promote the importance of regular attendance.

Most pupils attend regularly. Parents are overwhelmingly positive about the school. They value the nurture and care their children receive.

Pupils are safe. They know that staff will help them if they have any worries.

Pupils make visits to places of interest.

For example, pupils travelled on a steam train and a ferry to develop an understanding of modes of transport. Pupils regularly participate in local community events. These support them to become active citizens in their community.

What does the school do well and what does it need to do better?

The school has designed an ambitious curriculum. In most subjects, the school has set out the important knowledge that pupils need to learn over time. Pupils revisit learning regularly and link their knowledge to new ideas and concepts.

For example, in geography, pupils connect their work about Bondi beach to what they have learned previously about human and physical features. Teachers make regular checks on what pupils know and remember. Pupils who have fallen behind are supported to catch up.

However, in a few subjects, the school has not identified closely enough the knowledge they want pupils to learn. Consequently, not all pupils gain the depth of knowledge and skills they need to prepare them for what comes next. In some subjects, teachers' use of assessment is not fully developed.

This means that teachers do not always form an accurate picture of how successfully pupils learn the curriculum.

The school weaves the development of pupils' oracy skills through the curriculum. A structured approach to the extension of pupils' vocabulary begins as soon as children start in Nursery.

For example, staff ensure the youngest children develop the correct mathematical language when measuring. Children enjoy opportunities to learn in the classroom and outside. They collaborate with others for sustained periods.

The youngest children learn to identify how phonic sounds join to make words. This stands them in good stead for learning to read later.

In the Reception Year, children learn to read as soon as they start school.

Books are well matched to the sounds they know. The school puts precise support in place for pupils who fall behind. This allows them to catch up rapidly with their peers.

As pupils get older, they successfully improve accuracy and fluency in their reading. Staff read books to children from a diverse range of authors and genres. Through these, children develop an understanding of inclusion and tolerance, as well as a love of reading.

Staff use the training and advice they receive to support pupils with special educational needs and/or disabilities (SEND). Pupils' individual plans match their specific needs. The school also works with external agencies to provide support for pupils.

Consequently, pupils with SEND progress through the curriculum successfully and participate fully in school life.

The personal, social and health education (PSHE) curriculum permeates through school life. This begins in the early years and continues at an age-appropriate level as pupils get older.

Pupils develop an understanding of other faiths and cultures. They know that it is important to treat everyone fairly. Pupils have an age-appropriate understanding of protected characteristics and British values.

Younger pupils put democracy into practice by voting for their favourite books at story time.

Pupils develop their confidence through positions of responsibility. Older pupils are 'buddies' to younger children at lunch time, for example.

Through these roles, pupils grow in empathy. The school offers a range of enrichment opportunities to develop pupils' talents and interests.

Pupils understand how to keep themselves both physically and mentally healthy.

They learn how to stay safe online and know not to speak to strangers. Pupils understand potential risks when in the community. For example, pupils talk with maturity about road safety and the dangers posed by parked vehicles obscuring their vision.

The trust and the local governors' committee share the school's mission of 'the future we create every day.' Despite the challenges faced by pupils being taught in temporary accommodation, they are passionate that pupils receive a good quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? In some subjects, the school has not identified closely enough the knowledge they want pupils to learn. As a result, not all pupils gain the depth of knowledge and skills that they need for what follows. The school should ensure that the curriculum in all subjects sets out the knowledge that pupils require with precision.

• In a few foundation subjects, the school's approach to assessment is not fully developed. This means the school does not always form an accurate picture of how successfully pupils have learned the curriculum. The school should ensure that the use of assessment identifies exactly what pupils know and remember so that this can be used to inform future planning.